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TABLE OF CONTENTS

Introduction
Chapter 1: What Are the Types of Assessment?
Chapter 2: What Evidence Supports the Use of a Variety of Assessment Types?
Chapter 3: How Can I Create a Brain-Compatible Classroom Environment That Fosters High Academic Achievement?
Chapter 4: How Can I Begin With the End in Mind?
Chapter 5: How Can I Write Quality Selected- and Constructed-Response Test Items?
Chapter 6: How Can Effective Questioning Show That Students Are Learning?
Chapter 7: How Do I Know What Students Already Know Before the Lesson?
Chapter 8: How Do I Know What Students Are Learning During the Lesson?
Chapter 9: How Do I Know What Students Have Learned After the Lesson?
Chapter 10: How Can Checklists Be Used to Assess Student Learning?
Chapter 11: How Can Rubrics Be Used to Assess Student Learning?
Chapter 12: How Do We Know What Students Are Learning When They Work Together?
Chapter 13: How Can Students Peer- and Self-Assess During the Formative Process?
Chapter 14: How Can Students Knock the Top Off Any Test?
Final Thoughts

REPRODUCIBLES

Chapter 1

• Figure 1.1: Types of Assessment

Chapter 4

• Table 4.1: Comparison of Brain-Compatible Instructional Strategies to Learning Theory
• Figure 4.1: A Brain-Compatible Lesson Plan

Chapter 7

• Figure 7.1: A K-W-L Graphic Organizer
• Figure 7.2: Alphabet Book

Chapter 9

• Figure 9.2: The Frayer Model

Chapter 10

• Figure 10.1: A Product/Performance Checklist Template That Teachers Can Use for an Individual Student
• Figure 10.2: An Observation Checklist Template That Teachers Can Use for an Entire Classroom of Students

Chapter 11

• Figure 11.6: A Sample Analytic Rubric Template

Chapter 12

• Figure 12.2: Individual Social Skills Checklist
• Figure 12.3: Group Social Skills Checklist

SUGGESTED RESOURCES

BOOKS

• Burke, K. (2010). Balanced assessment: From formative to summative. Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Resources.
• Tileston, D. W. (2011). Closing the RTI gap: Why poverty and culture count. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2007). Content then process: Teacher learner communities in the service of formative assessment. In D. Reeves (Ed.), Ahead of the curve: ¬The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.

WEBSITES

• Find Your Strengths assessment
• Rubistar 4 Teachers